Deirdre Bonnycastle

Medical Education is heavily into videos at the medical school, continuing medical education and patient education level so I thought I'd share some examples.

Motivation: http://youtu.be/sS-KyhAzeUY

Hospital: http://www.youtube.com/user/mayoclinic?feature=watch

Patient Info: http://www.youtube.com/user/PreOpcom

Medical Education: http://www.medicine.usask.ca/tips/index.php

Medical Songs for stress relief: http://medicaleducation.wetpaint.com/page/Songs

Behaviorist/Constructivist I follow what works for the type of learning I'm working on. When I'm teaching medical skills, it's behaviour all the way to the point of automaticity where you stop thinking and just do. When I'm teaching Health Advocacy, it's the opposite extreme and students need to construct their own definitions of how advocacy is going to play out in their practice.

Well said David. One of my pet peeves is "technology before pedagogy" and I have seen several professors decide to use blogs or wikis in the classroom who have received very high technical assistance from IT, but whose efforts fail because they are not pedagogically useful and don't engage students. I have also seen pedagogically sound ideas fail because the technology was so un-user friendly that students and faculty gave up.

My other issue is faculties and administrators unconscious incompetence when it comes to instructional design. Like a child watching skaters on a pond, they really believe the design process is easy until they strap the skates on for the first time.

I have seen some template based design processes work fairly well in skill-based training where the learning goals are easily assessed because of their visibility ex. learning to tie a simple surgical knot. (Clear objective, visual demonstration, supported practice for accuracy, independent practice for speed, and assess for competency can be repeated for a variety of skills and has been the template used in medicine for years.) Competencies like diagnostic reasoning are much more difficult to template because of the huge variability in critical thinking processes required by different medical disciplines vs.those previously attained by an individual.

What time?